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quinta-feira, 27 de agosto de 2015

This new rechargeable battery will last an entire lifetime


Aug 25, 2015, 5:04pm CT

Your batteries are full of useless liquid.

Modern rechargeable batteries contain a liquid electrolyte that stores and releases energy as you use and recharge your device, but scientists from MIT and Samsungare working on more powerful solid-state electrolyte batteries that could radically change our charging habits.

Previous solid-state electrolyte research fell short of being able to generate enough electricity to be useful, but the researchers on this project have overcome that problem.

Their solid electrolyte is called a "superionic lithium-ion conductor," composed of lithium, germanium, phosphorus, and sulfur. It makes their battery design better than standard batteries in all the ways that matter: Its lifespan can last for hundreds of thousands of charges, it stores more energy in the same amount of space, and it also addresses some safety concerns present with other batteries.

Liquid electrolytes are unstable enough that they can cause battery fires. This is not just about your iPhone battery exploding in your pocket, but also the batteries that might start fires in a car or airplane. "All of the fires you've seen, with Boeing, Tesla, and others, they are all electrolyte fires," researcher Dr. Gerbrand Ceder told MIT News. "The lithium itself is not flammable in the state it's in in these batteries. [With a solid electrolyte] there's no safety problem—you could throw it against the wall, drive a nail through it—there's nothing there to burn."

In addition, rechargeable batteries tend to degrade over time with use and recharging: Apple says a properly maintained iPhone battery will only retain 80 percent of its capacity after 500 charge cycles. But there's no such compromise to be made here. Instead of talking about battery degradation after hundreds of cycles, the new battery design would remain useful after hundreds of thousands of cycles. It would be the last rechargeable battery you'd ever buy.

The improvements don't stop there. The solid electrolyte also features a more substantial energy density, storing 20-30 percent more electricity in the same amount of space. This is significant because batteries already require so much space in order to be useful to the device they power. A battery of equal size operating on this paradigm will vastly outperform its liquid electrolyte counterpart; without any physical changes to our gadgets, implementing this type of battery would instantly make them last longer per charge and remain useful longer.

This is hardly the first battery breakthrough to come out of MIT: Another group of researchers recently developed a battery technology that could keep your smartphone running for three days on one charge.

However the batteries of the future ultimately come together and make their way to consumers, one thing's for sure: It's going to be way less of a pain when you... ( more at http://www.dailydot.com/technology/rechargeable-battery-research-mit-samsung/ )

  • DOWNLOAD PARCIAL. LARCEN, César Gonçalves. Mais uma lacônica viagem no tempo e no espaço: explorando o ciberespaço e liquefazendo fronteiras entre o moderno e o pós-moderno atravessando o campo dos Estudos Culturais. Porto Alegre: César Gonçalves Larcen Editor, 2011. 144 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. AGUIAR, Vitor Hugo Berenhauser de. As regras do Truco Cego. Porto Alegre: César Gonçalves Larcen Editor, 2012. 58 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LINCK, Ricardo Ramos. LORENZI, Fabiana. Clusterização: utilizando Inteligência Artificial para agrupar pessoas. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LARCEN, César Gonçalves. Pedagogias Culturais: dos estudos de mídia tradicionais ao estudo do ciberespaço em investigações no âmbito dos Estudos Culturais e da Educação. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120 p.
  • CALLONI, H.; LARCEN, C. G. From modern chess to liquid games: an approach based on the cultural studies field to study the modern and the post-modern education on punctual elements. CRIAR EDUCAÇÃO Revista do Programa de Pós-Graduação em Educação UNESC, v. 3, p. 1-19, 2014.
    http://periodicos.unesc.net/index.php/criaredu/article/view/1437


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Anmol Tukrel: Meet the 10th grader who claims high school project is 47% more accurate than Google

Krithika Krishnamurthy, ET Bureau Aug 20, 2015, 11.41AM IST
(Tukrel, 16)

BENGALURU: Watch out Sundar Pichai. There's a high school project that tops Google's main cash cow, the search engine.

Sixteen-year-old Anmol Tukrel, an Indian-origin Canadian citizen has designed a personalised search engine that claims to be as high as 47% more accurate than Google, and about 21% more accurate on an average.


Tukrel, who just completed his tenth grade, said he took a couple of months to design it, and about 60 hours to code the engine, as part of his submission into Google Science Fair, a global online competition that is open to students aged 13 to 18 years.

"I thought I would do something in the personalised search space. It was the most genius thing ever. But when I realised Google already does it, I tried taking it to the next level," said Tukrel, who was in India for a two-week internship programme at Bengaluru-based adtech firm IceCream Labs.

Tukrel's tinkering kit: A computer with at least 1 gigabyte of free storage space, a python-language development environment, a spreadsheet program and access to Google and New York Times.

To test the accuracy of each search engine, he limited his search query to this year's news articles from The New York Times. He created several fictitious users with different interests and corresponding web histories. Tukrel then fed this information to both Google and his interest-based search engine. Finally, the results from each search engine were compared.

Today, personalisation is dependent on factors like one's location, browsing history, and the affinity to the kind of apps they install on their phone. That's just one part of the equation. Tukrel claims his algorithm solves the other side of the equation: It understands what a user would like before it serves up the results by dwelling deep into the content of the text, understanding the underlying meaning, before matching it to a user's personality, and throwing up the result.

"For someone to look at a successful Google product and attempt to go one level up, it's astonishing," saidSanjay Ramakrishnan, cofounder of Ice-Cream Labs, and former marketing head of Myntra. Tukrel, the student of Holy Trinity School in Toronto, said he learnt to code in his third grade, and subsequently picked up on mathematics and coding.

"My computer teacher was pretty impressed with the project. I skipped a year in computer science, so they knew I was good, but may be not so good," said Tukrel, who has put up a link to the test cases online on http://bit.ly/1FYRNxl for anyone to view.

Tukrel submitted his paper to the International High School Journal of Science last month, and hopes to study computer science at Stanford University. But before that, he wants to develop a news aggregator based on this technology, and licence it to a few digital marketing agencies as well. Would he become a fellow atPaypal founder Peter Theil's foundation, where one is required to drop out of college to try an idea?

  • DOWNLOAD PARCIAL. LARCEN, César Gonçalves. Mais uma lacônica viagem no tempo e no espaço: explorando o ciberespaço e liquefazendo fronteiras entre o moderno e o pós-moderno atravessando o campo dos Estudos Culturais. Porto Alegre: César Gonçalves Larcen Editor, 2011. 144 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. AGUIAR, Vitor Hugo Berenhauser de. As regras do Truco Cego. Porto Alegre: César Gonçalves Larcen Editor, 2012. 58 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LINCK, Ricardo Ramos. LORENZI, Fabiana. Clusterização: utilizando Inteligência Artificial para agrupar pessoas. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LARCEN, César Gonçalves. Pedagogias Culturais: dos estudos de mídia tradicionais ao estudo do ciberespaço em investigações no âmbito dos Estudos Culturais e da Educação. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120 p.
  • CALLONI, H.; LARCEN, C. G. From modern chess to liquid games: an approach based on the cultural studies field to study the modern and the post-modern education on punctual elements. CRIAR EDUCAÇÃO Revista do Programa de Pós-Graduação em Educação UNESC, v. 3, p. 1-19, 2014.
    http://periodicos.unesc.net/index.php/criaredu/article/view/1437


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Is technology a silver bullet for language teaching and learning?




Sponsored feature: Technology such as Twitter and videos does support language learning, but teachers will only see the benefits if it goes hand-in-hand with a change of pedagogy
Schoolgirls using iPadUsing technology and social media is just one way of developing language skills, without leaving the classroom. Photograph: Alamy

"There is no longer a four-walled classroom," says Dr Cecilia Goria, ofNottingham University's Language Centre. "Teaching and learning now extends beyond that."

Technological innovations have changed language learning radically from the old-fashioned image of pupils learning lists of verbs out of textbooks. Although language teaching has a long history of using tech, dating back to the 1960s, recent developments such as social networking and easy-to-use video cameras have removed many of the limitations. Whereas using tech may have once meant a weekly trip to a computer lab, it can now involve anything, from Facebook and Twitter to podcasts and videos in the classroom. The question is: should teachers try to evolve their teaching to fit with the latest gadgets, or should they stick to their old ways?

Those who use tech say the advantages are obvious. Russell Stannard, a linguistics lecturer at Warwick and founder of a teacher training website, says that languages and digital technology are a natural fit. "Language development is around four skills – reading, writing, speaking and listening – and all of those are facilitated by technology. There's a very strong link between the affordances of technology and the type of things we're trying to do as teachers."

Using tech means that students can now turn to Twitter to use the language, without having to pack the class off on a school trip. Goria says: "Use of technology has moved towards the internet and social networks, rather than concentrating on pieces of purposely-designed technology that you would have in language labs. They increase exposure to the target language and allow you to join groups that share interests in the language."

"Computers can also help oral interaction by creating some sort of safety for the speaker. You hide behind the monitor and it lowers your inhibition level."

Another major development in language tech has been the use of video, according to Stannard. "The potential of video is incredible," he says. "It could be instructions, presenting learning materials or students producing videos themselves. They could pretend they're telling the news in the foreign language, they could act out a job interview situation, or put videos online for students in Europe about their local town. We could even prepare for oral exams by working in groups, filming it and then watching it back."

Mark Warschauer, professor of education and informatics at the University of California, agrees: "Technology can provide audio-video materials that can be paused, repeated, played more slowly or quickly. Technology can also record and analyse a learners' own speech, and can provide various types of scaffolding for students learning to read."

For language teacher Ellie Paull, technology has become part and parcel of her lessons. "The students I teach all have iPads," she says. "I don't necessarily use them every lesson, but they add another string to my bow as a way of presenting new information and checking their understanding."

"They are great for adding variety to lessons, which is good when you're catering for a range of learning styles. They also allow for a greater level of independence in the classroom as the children have the resources to look things up for themselves."

Anecdotally, the using technology seems like a perfect way to enhance language learning. But what solid evidence is there that it actually makes a difference?

"There's lots of evidence that giving students extra chances to communicate in the language are very motivating," says Warschauer. "Use of Twitter, email, discussion forums, Skype, and other tools can provide authentic communication opportunities that are too often lacking in language class."

Increased exposure and interaction may be positive features to learning, but assessing the effectiveness of specific, individual tools or apps is more difficult. "How do you measure the impact of technology in teaching? says Stannard. "It's such a difficult thing to do because you can never control the other variables."

In fact, one study in 2001 claimed: "A healthy dose of skepticism about the pedagogical effectiveness of many current technological tools appears to be well justified if one considers the perhaps overly enthusiastic reaction to previous technological breakthroughs."

Used wrongly, computers could even damage learning. "Technology can be a distraction," says Warschauer. "I remember observing a beginners' French class a number of years ago, the teacher bragged about how engaged the learners were in creating multimedia in French. However, the students were spending most of their time and energy talking with each other in English about how to make PowerPoints, when, as beginning learners, they really needed to be spending time hearing as much French as possible."

Stannard says the trick is to put the pedagogy first, not the technology. "You've got to know why you're using it. Teachers do need to learn to use new technology, but the driving force should always be the pedagogy behind it.

"If the technology is quite difficult to use and it takes up a chunk of the lesson to set up the activity, you've seriously got to question whether that's valid. There are ways around it though – you could explain the technology in the target language, for instance – but it can be a problem."

Dr Goria, who runs a masters programme for language teachers about digital technology says there is a "constant balancing act between theoretical discourse and the practical application of it." She says: "Using technology for the sake of it doesn't add anything to either the teaching or the learning. It is really only an improvement if it goes hand-in-hand with a change in the pedagogy."

Ellie Paull, who teaches at Hurstpierpoint College using tech in her lessons is about supporting language learning – not replacing it. "I think technology can only go so far in teaching language," she... ( more at http://www.theguardian.com/teacher-network/teacher-blog/2014/may/12/technology-language-teaching-learning-pedagogy?CMP=share_btn_fb )

  • DOWNLOAD PARCIAL. LARCEN, César Gonçalves. Mais uma lacônica viagem no tempo e no espaço: explorando o ciberespaço e liquefazendo fronteiras entre o moderno e o pós-moderno atravessando o campo dos Estudos Culturais. Porto Alegre: César Gonçalves Larcen Editor, 2011. 144 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. AGUIAR, Vitor Hugo Berenhauser de. As regras do Truco Cego. Porto Alegre: César Gonçalves Larcen Editor, 2012. 58 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LINCK, Ricardo Ramos. LORENZI, Fabiana. Clusterização: utilizando Inteligência Artificial para agrupar pessoas. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LARCEN, César Gonçalves. Pedagogias Culturais: dos estudos de mídia tradicionais ao estudo do ciberespaço em investigações no âmbito dos Estudos Culturais e da Educação. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120 p.
  • CALLONI, H.; LARCEN, C. G. From modern chess to liquid games: an approach based on the cultural studies field to study the modern and the post-modern education on punctual elements. CRIAR EDUCAÇÃO Revista do Programa de Pós-Graduação em Educação UNESC, v. 3, p. 1-19, 2014.
    http://periodicos.unesc.net/index.php/criaredu/article/view/1437


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quinta-feira, 20 de agosto de 2015

Technology has created more jobs than it has destroyed, says 140 years of data


  • Aug. 18, 2015, 3:35 PM
Are machines taking over the job market? A new study suggests not.

artificial intelligence robot
Sean Gallup/Getty Images

In the 1800s it was the Luddites smashing weaving machines. These days retail staff worry about automatic checkouts. Sooner or later taxi drivers will be fretting over self-driving cars.

The battle between man and machines goes back centuries. Are they taking our jobs? Or are they merely easing our workload?

A study by economists at the consultancy Deloitte seeks to shed new light on the relationship between jobs and the rise of technology by trawling through census data for England and Wales going back to 1871.

Their conclusion is unremittingly cheerful: rather than destroying jobs, technology has been a "great job-creating machine". Findings by Deloitte such as a fourfold rise in bar staff since the 1950s or a surge in the number of hairdressers this century suggest to the authors that technology has increased spending power, therefore creating new demand and new jobs.

Their study, shortlisted for the Society of Business Economists' Rybczynski prize, argues that the debate has been skewed towards the job-destroying effects of technological change, which are more easily observed than than its creative aspects.

Going back over past jobs figures paints a more balanced picture, say authors Ian Stewart, Debapratim De and Alex Cole.

"The dominant trend is of contracting employment in agriculture and manufacturing is being more than offset by rapid growth in the caring, creative, technology and business services sectors," they write.

"Machines will take on more repetitive and laborious tasks, but seem no closer to eliminating the need for human labour than at any time in the last 150 years."

Here are the study's main findings:

job chart


The Guardian

In some sectors, technology has quite clearly cost jobs, but Stewart and his colleagues question whether they are really jobs we would want to hold on to. Technology directly substitutes human muscle power and, in so doing, raises productivity and shrinks employment.

"In the UK the first sector to feel this effect on any scale was agriculture," says the study.

In 1871, 6.6% of the workforce of England and Wales were classified as agricultural labourers. Today that has fallen to 0.2%, a 95% decline in numbers.

washers launderers job chart

The Guardian


The census data also provide an insight into the impact on jobs in a once-large, but now almost forgotten, sector. In 1901, in a population in England and Wales of 32.5 million, 200,000 people were engaged in washing clothes. By 2011, with a population of 56.1 million just 35,000 people worked in the sector.

"A collision of technologies, indoor plumbing, electricity and the affordable automatic washing machine have all but put paid to large laundries and the drudgery of hand-washing," says the report.

'Caring professions' such as healthcare make up a bigger proportion of the workforce.

The report cites a "profound shift", with labour switching from its historic role, as a source of raw power, to the care, education and provision of services to others.

Labor switching

The Guardian

It found a 909% rise in nursing auxiliaries and assistants over the last two decades. Analysis of the UK Labour Force Survey from the Office for National Statistics suggest the number of these workers soared from 29,743 to 300,201 between 1992 and 2014.

In the same period there was also a

  • 580% increase in teaching and educational support assistants
  • 183% increase in welfare, housing, youth and community workers
  • 168% increase in care workers and home carers

On the other hand, there was a

  • 79% drop in weavers and knitters from 24,009 to 4,961
  • 57% drop in typists
  • 50% drop in company secretaries

accountants job chart

The Guardian

In some sectors – including medicine, education and professional services – technology has raised productivity and employment has risen at the same time, says the report.

"Easy access to information and the accelerating pace of communication have revolutionised most knowledge-based industries," say the authors. At the same time, rising incomes have raised demand for professional services.

For example, the 1871 census records that there were 9,832 accountants in England and Wales and that has risen twentyfold in the last 140 years to 215,678.

barstaff

The Guardian

Technological progress has cut the prices of essentials, such as food, and the price of bigger household items such as TVs and kitchen appliances. The real price of cars in the UK has halved in the last 25 years, notes Stewart.

That leaves more money to spend on leisure, and creates new demand and new jobs, perhaps explaining the big rise in bar staff, he adds.

"Despite the decline in the traditional pub, census data shows that the number of people employed in bars rose fourfold between 1951 and 2011," the report says.

hairdressers

The Guardian


Concluding that "the stock of work in the economy is not fixed", the report cites the surge in hairdressers as evidence that where one avenue closes in the jobs market, others open.

The Deloitte economists believe that rising incomes have allowed consumers to spend more on personal services, such as grooming. That in turn has driven employment of hairdressers.

So while in 1871, there was one hairdresser or barber for every 1,793 citizens of England and Wales; today there is one for every 287... ( more at http://www.businessinsider.com/deloitte-finds-that-technology-is-a-job-creating-machine-2015-8 )

  • DOWNLOAD PARCIAL. LARCEN, César Gonçalves. Mais uma lacônica viagem no tempo e no espaço: explorando o ciberespaço e liquefazendo fronteiras entre o moderno e o pós-moderno atravessando o campo dos Estudos Culturais. Porto Alegre: César Gonçalves Larcen Editor, 2011. 144 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. AGUIAR, Vitor Hugo Berenhauser de. As regras do Truco Cego. Porto Alegre: César Gonçalves Larcen Editor, 2012. 58 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LINCK, Ricardo Ramos. LORENZI, Fabiana. Clusterização: utilizando Inteligência Artificial para agrupar pessoas. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LARCEN, César Gonçalves. Pedagogias Culturais: dos estudos de mídia tradicionais ao estudo do ciberespaço em investigações no âmbito dos Estudos Culturais e da Educação. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120 p.
  • CALLONI, H.; LARCEN, C. G. From modern chess to liquid games: an approach based on the cultural studies field to study the modern and the post-modern education on punctual elements. CRIAR EDUCAÇÃO Revista do Programa de Pós-Graduação em Educação UNESC, v. 3, p. 1-19, 2014.
    http://periodicos.unesc.net/index.php/criaredu/article/view/1437


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quarta-feira, 19 de agosto de 2015

The Two Page Architecture Portfolio



When applying to any architecture job I advise applicants to use the shortest portfolio possible. I have successfully applied to the top firms in the world with only a resume and a TWO PAGE portfolio. Most people are surprised by this, since the typical portfolios I see are in the 20-40 page range. To be clear I am only talking about the initial introduction to a firm, not the in person interview. For that I recommend a full length traditional portfolio.  

For the first contact architecture application I recommend a "sample portfolio", usually two to five pages long. Just like the resume, it is only a snapshot of your greatest work and experience.

Getting into a portfolio discussion is difficult because a lot of the final product is creativity based. Yet, I will cover several general guidelines to follow below when preparing and submitting a sample portfolio.

1. You did what?

This is extremely important and it is a mistake I see all the time on job applications and portfolios. Working in an architecture office is complicated. Projects are always a team effort so it can be difficult to separate what you specifically did. However, it is vital in this sample portfolio that you clearly show what work and problems you solved on a project(s).

Did you develop a particular detail? Work with the MEP engineers on developing the facade design? You need to clearly explain this using minimal text and RELEVANT imagery. Don't just put the $5000 professional rendering of the tower project you worked on and list off how you designed the parking layout. You can still show the rendering to give some context but your primary focus should be to actually show what YOU worked on. This may not be as glamorous but it is key to telling your story.

Making even the most mundane topics interesting is a skill all its own. Maybe you were able to redesign the parking ramp configuration to add two extra spaces using the same area. Not an exciting example but many clients I have worked with would buy you a drink for getting two free spaces.

Whatever the issue might be you need to tie it back into the required roles and responsibilities they are looking for in the job posting. I discuss in greater detail how to target your application to the specific role in How To Write The Perfect Architecture Resume.

2. Keep it short

As I said above, for the first contact with an architecture office (email or online application) you want to be as brief as possible. When I personally review applications I may only spend a minute skimming the resume and portfolio. Other hiring managers I have spoke with say a minute might even be on the high end. Architects are always busy and since aboutthree-quarters of architecture firms have 2 to 49 employees there will not be a dedicated hiring manager. Usually it is a senior architect juggling multiple projects and deadlines so he or she does not have 15 minutes to browse through your 825MB portfolio. Which leads to my next point.

Keep the file size small. When an application comes in it is generally given a yes or no then passed on to other managers to make a choice whether to interview. This is always emailed around internally so keeping the file size down is essential. Each office has different email file limits but a general rule is to keep it under 5MB.

3. Make it easy for the hiring manager

Maybe I am just getting old, but I have a strict rule when it comes to applications . NO online portfolios. I always get a lot of resistance on this subject. Usually because the applicant has already set up their online account, loaded their profile up with every project they have ever even thought about and sent their link to 200 offices. They then wonder why they are not hearing back from anyone.

Just use a simple PDF email attachment. This way you are not depending on the reliability of your host site or the office IT system. In fact, many firms, especially the large offices will block access and downloads from hundreds of sites, potentially including your host site.

Also by using a PDF it allows complete control over the appearance and formatting of your portfolio. Many of the free online host sites are littered with ugly advertising and pop ups. Not the greatest first impression. Printing from these sites can also be difficult, or impossible. More on printing in the next step.

4. Keep it simple

No crazy looking fonts and don't make me search for your contact info. Usually just email and phone, address isn't really necessary. Put these somewhere on the front and in the same location on subsequent pages, a header or footer works well.

Please just format it letter paper size for US applications and A4 for international. I get a lot of push back on this when advising applicants, feel free to leave your own in the comments below. The reason is simple, all offices have a small format printer and making your portfolio as printer friendly as possible is great. I will usually print out someone's portfolio so I can easily mark it up with comments and questions before the interview. If when I print I forget to "scale to fit" or it is formatted as a 1" x 55" rectangle I am already frustrated with this applicant.

Another international printing tip:  know the small difference between letter and A4 paper sizes. This could determine if all your contact info gets cut off the bottom when your letter formatted page is printed on A4 paper.

Some offices I have worked at only have the black and white print setting enabled to avoid the cost of large batch prints of color pages (the print room is for that). So you may want to see what your sample portfolio and resume look like printed out b&w. An image that looks great in color may turn into a big black blob.

5. Use a grownup email address

I once received an application from a recent graduate. I won't give his actual email but it was something similar tosouthparkrulez@emailaddress.com. I see this all the time, particularly with young architects. I love a hilarious email title as much as the next guy but you are a professional now. Every part of your application needs to be professional.

Just keep your email address simple, something like firstname.lastname@emailaddress.com. Since your email is usually plastered all over your application and in the email heading, it needs to represent professionalism. Creating a new one is fast and free. Another advantage is that it begins to separate your professional and personal emails. This will hopefully avoid accidentally emailing your future employer your weekend plans.  

6. Get past the SPAM filter

Since most applications will be coming in and distributed internally by email this is very important. Most firms have pretty hefty email spam filters. My junk folder is typically filled with important emails that never seem to make the cut to my inbox.

Here is a comprehensive list of email spam words to avoid.

Using certain "trigger words", especially in your subject line will increase your chances of being tossed aside by the filter.

Now, I hope you won't be using "Free Viagra" in your email subject line but you could be unknowingly tripped up using something like:

"Hello!! Feel free to check out my awesome portfolio!!"

Not only is this an awful email subject but it contains no less than four trigger words and exclamation points, likely giving it a front row seat to the spam folder.

Another hint: avoid putting an intro in the subject. See the two examples:

Example #1

Subject: Hi, I am Julie Anderson. Please see my portfolio and resume

Example #2

Subject: Julie Anderson Portfolio and Resume

Which one would you be more likely to open? Personally I would open the second one first. The subject in the second example has a stronger sense of authority and implies that the recipient is expecting... ( more at http://www.thearchitectsguide.com/blog/2015/7/25/the-two-page-architecture-portfolio )
  • DOWNLOAD PARCIAL. LARCEN, César Gonçalves. Mais uma lacônica viagem no tempo e no espaço: explorando o ciberespaço e liquefazendo fronteiras entre o moderno e o pós-moderno atravessando o campo dos Estudos Culturais. Porto Alegre: César Gonçalves Larcen Editor, 2011. 144 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. AGUIAR, Vitor Hugo Berenhauser de. As regras do Truco Cego. Porto Alegre: César Gonçalves Larcen Editor, 2012. 58 p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LINCK, Ricardo Ramos. LORENZI, Fabiana. Clusterização: utilizando Inteligência Artificial para agrupar pessoas. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120p. il.
  • DOWNLOAD GRATUÍTO. FREE DOWNLOAD. LARCEN, César Gonçalves. Pedagogias Culturais: dos estudos de mídia tradicionais ao estudo do ciberespaço em investigações no âmbito dos Estudos Culturais e da Educação. Porto Alegre: César Gonçalves Larcen Editor, 2013. 120 p.
  • CALLONI, H.; LARCEN, C. G. From modern chess to liquid games: an approach based on the cultural studies field to study the modern and the post-modern education on punctual elements. CRIAR EDUCAÇÃO Revista do Programa de Pós-Graduação em Educação UNESC, v. 3, p. 1-19, 2014.
    http://periodicos.unesc.net/index.php/criaredu/article/view/1437


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